中小学教师职业认同感及影响因素研究——基于深圳市宝安区的调查

张利纯; 陈瑶; 李臣之; 赖允珏

doi:10.13718/j.cnki.jsjy.2018.06.005

教师教育学报

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中小学教师职业认同感及影响因素研究——基于深圳市宝安区的调查

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张利纯, 陈瑶, 李臣之, 等. 中小学教师职业认同感及影响因素研究——基于深圳市宝安区的调查[J]. 教师教育学报, 2018, 5(6): 37-46. doi: 10.13718/j.cnki.jsjy.2018.06.005

引用本文:

ZHANG Lichun, CHEN Yao, LI Chenzhi, et al. Primary and Secondary School Teachers' Professional Identity and Its Influencing Factors——Based onInvestigations in Shenzhen Baoan District[J]. Journal of Teacher Education, 2018, 5(6): 37-46. doi: 10.13718/j.cnki.jsjy.2018.06.005

Citation:

ZHANG Lichun, CHEN Yao, LI Chenzhi, et al. Primary and Secondary School Teachers' Professional Identity and Its Influencing Factors——Based onInvestigations in Shenzhen Baoan District[J]. Journal of Teacher Education, 2018, 5(6): 37-46. doi: 10.13718/j.cnki.jsjy.2018.06.005

中小学教师职业认同感及影响因素研究——基于深圳市宝安区的调查

深圳大学师范学院, 广东深圳 518060

Primary and Secondary School Teachers' Professional Identity and Its Influencing Factors——Based onInvestigations in Shenzhen Baoan District

College of Teacher Education, Shenzhen University, Shenzhen 518060, China

摘要: 教师是教育改革的主体，增强教师职业认同感有助于促进教师专业发展，改善区域教育质量。通过对深圳市宝安区教师职业认同感及其影响因素调查研究发现，宝安区教师职业认同感处于中等水平，教师生存压力较大，工作具有复杂性，培训满意度较高。教师职业认同感及影响因素存在性别、学校性质、学段、教龄和职称上的差异，并受教师地位、生存压力、工作复杂性和培训满意度等因素的影响。为增强教师职业认同感、促进教师专业发展，提出以下建议：加大经费投入，增强教师职业认同感；强化制度保障，激发教师发展动力；分层分类培训，促进教师专业发展；构建人文校园，营造教师职业认同氛围。
- 教师职业认同感 /
- 影响因素 /
- 工作复杂性 /
- 制度建设 /
- 培训体系
Abstract: Teachersserve asan impetus to education reform, and improving teachers' occupation identity helps to promote teachers' professional development.Based on the investigations and analysis of teachers' professional identity and its influencing factors in Bao'an District of Shenzhen,teachers' professional identity is in the middle level, the teachers' status is in the middle level, the pressure of survival is greater, the work complexity is greater, and the training is of higher satisfaction.Teachers' professional identity and its influencing factors are different in gender, type of school, academic section, teaching age and professional title, and are influenced by such factors as teacher status, survival pressure, job complexity and training satisfaction. In order to improve teachers' occupational identity and promote teachers' professional development, we should increase the input of funds to improve teachers' occupation identity, strengthen the system security to motivate teachers' development,exercise hierarchical training to promote teachers' professional development, andconstruct humanistic schools to form teachers' identity atmosphere.
- teacher professional identity /
- survival pressure /
- work complexity /
- stratified training /
- humanisticschool construction .

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中小学教师职业认同感及影响因素研究——基于深圳市宝安区的调查

深圳大学师范学院, 广东深圳 518060

收稿日期: 2018-09-28

关键词:

摘要: 教师是教育改革的主体，增强教师职业认同感有助于促进教师专业发展，改善区域教育质量。通过对深圳市宝安区教师职业认同感及其影响因素调查研究发现，宝安区教师职业认同感处于中等水平，教师生存压力较大，工作具有复杂性，培训满意度较高。教师职业认同感及影响因素存在性别、学校性质、学段、教龄和职称上的差异，并受教师地位、生存压力、工作复杂性和培训满意度等因素的影响。为增强教师职业认同感、促进教师专业发展，提出以下建议：加大经费投入，增强教师职业认同感；强化制度保障，激发教师发展动力；分层分类培训，促进教师专业发展；构建人文校园，营造教师职业认同氛围。

English Abstract

Primary and Secondary School Teachers' Professional Identity and Its Influencing Factors——Based onInvestigations in Shenzhen Baoan District

深圳大学师范学院, 广东深圳 518060

Received Date: 2018-09-28

Keywords:

Abstract: Teachersserve asan impetus to education reform, and improving teachers' occupation identity helps to promote teachers' professional development.Based on the investigations and analysis of teachers' professional identity and its influencing factors in Bao'an District of Shenzhen,teachers' professional identity is in the middle level, the teachers' status is in the middle level, the pressure of survival is greater, the work complexity is greater, and the training is of higher satisfaction.Teachers' professional identity and its influencing factors are different in gender, type of school, academic section, teaching age and professional title, and are influenced by such factors as teacher status, survival pressure, job complexity and training satisfaction. In order to improve teachers' occupational identity and promote teachers' professional development, we should increase the input of funds to improve teachers' occupation identity, strengthen the system security to motivate teachers' development,exercise hierarchical training to promote teachers' professional development, andconstruct humanistic schools to form teachers' identity atmosphere.